Our faculty is about evenly split re cell phones in class. I have chosen to advise my students to leave them on vibrate, and to step out to take a call if they must. They are adults with children, pets, houses, etc. In addition, I have come to see cell phones as a safety device. If an angry or distressed student were to enter my room, students whose cells are on can call for support, or text others to take necessary action. What do others think?

What do you do when a student cheated and lied to your face and to your department chair too?

I heard some of my students talking about how I do not call out certain behaviors. I may not call the student out but the student is losing points from participation. There are some behaviors I do not feel I should have to correct. For example: putting their head on the table.

This module mentioned that adult learners who haven't been in school for many years are sometimes rusty when it comes to study skills. There are also situations when students are coming from not-so great high school educations. Providing lecture notes & outlines is a great idea. In addition, a great instructor should be knowledgeable about resources the school provides for students (e.g. tutoring). There are also some great free online resources such as quizlet.com that generate flashcards. Many students struggle with memorization, so finding out how best to help them is a great thing to do to boost student success. What are some other ways to improve study skills?

What are some ways that you use to keep your distance with students? Many times I have chatty students who want to know about my personal life. I do my best to keep things professional, but what are some tips to get better at this? Bobbi Bricker

I often have issues in my classroom when only one or two people are open to discussion and speaking up. What do you find is helpful in getting more people to speak up, especially when you know there are more than one or two people with an opinion? Bobbi Bricker

Recently our school has implemented a very strict late assignments policy. I think it is helpful in assisting our students to become more responsible and ready for the "real world." However, I am receiving some negative feedback from some students because they feel they are paying for a service, not something that should be instituted so harshly. What are your thoughts? Bobbi Bricker

I always have a student, or two, that just seems like they are there because Mom and Dad is making them go. I generally find that if I have a one-on-one with these types of students I can get to the core of their problems and find a way to motivate them. They generally just need some type of attention and to see that the instructor is interested in their learning. Occasionally this is not the case, but it generaly gets them enguaged.

My worst habit is second guessing myself. Although I've worked in the same field, yet different capacities, for 23 years and sometimes I still don't know how up-to-date my techniques are. But then I remember that I am teaching people varying stages of how to see and understand the same material, and along side them I am also learning the newest data and details of our industry. As Socrates said, "One can not be a teacher, if they cease to be a student."

Many times I find that students who challenge authority are simply looking for structure in some part of their life. If you can find the root of the problem, whether you can do anything to help or not, you can sometimes help the student to find the skills to help themselves. But listening you also create a situation where you have shown interest and listened, you can be supportive but not allow the change from professional to friend.

I have found that creating a situation where students have to look at an idea from a perspective most would rarely consider, helps them to find a motive in learning. Also, if this has to be presented before the group it incourages further participation because of peer opinions. My example is in a class 50-50 black to white and male to female, studying the civil war. For a presentation each student had to pick a historic figure from the war of a different race and the opposite sex to present in character before the class (this did not require cross dressing). It was amazing how students who had previously Roared about one topic or another had to see politics through a new set of eyes, and in doing so not only taught themselves but eachother.

As students file in and out of my class, I can tell the ones who are not as social or open. I try to give oportunities for these students to share skills which the rest of the class may not posess, so that they may have that a'ha moment. And allow them to show expertise in a particular facet of the class. But you have to be careful to not single out any one student too much, and to try and keep the students who are truly good at everything at bey.

All tasks will fall into a combination of importance and urgency. Important and urgent, unimportant and urgent, important but not urgent, and unimportant and not urgent. Many find that they are always doing those tasks that are important and urgent because they spend the rest of their time doing things that are not important and not urgent. If we can spend more time doing those things that are important but not urgent, our stress is reduced, because things will seldom become urgent (at least not the important things).

I feel some students use "anger" with the school to justify thhier actions or inactions (lazy-town!) "Why sould I do this work if the school can't be bothered to issue me a parking pass" It is so importaint to diffuse this anger and refocus responsibility back on the student!

one mistake i have seen over and over with new instructors is admiting when they are wrong. i find if i make a mistake and i own up to it and say something like"hey we all make mistakes" it lets the students see the human side of you and yes it is ok to make mistakes as long as you learn from them.

I usually pull them out of class and talk to them. if problem continues student gets written up then management has to deal with them. problem solved.

It is often a struggle to go by a student liking me over especting me. I know as I grow in this field it will become easier to master this

I have found a lot of success when just listening to an angry student and using a method called the 2 minute rule. Give them 1 min to vent then ask them if they need another min. This method I learned from a resource called the 21 ways to diffuse anger and calm people down(Michael staver)

I have found that these students who are innatentive process information in a different way. We often present material real well to an auditory learner, but most visual learners will grow bored quickly by this proccess. What i alwatys do is measure my students learning style before beginning class

I have always made lists in order of time each task will take and importance to learning activity related to class focus particular day..works